Department of History, Geography and Social Sciences

Department of History, Geography and Social Sciences

The history of every country is the birth certificate and identity of the inhabitants of that land. Children and teenagers of every country, through the knowledge of the past of their land and the civilizational and cultural achievements of their predecessors, can form a better understanding of the current state of their society and take informed and well-planned steps for their future. It is a common practice of many teachers to turn the contents of the textbook into question and answer booklets and in this way, they force the students to memorize all the contents of the book. Because of this, history education is mainly an aspect of homework and most students pay attention to it to get grades. Another result of forcing students to memorize several hundred important and unimportant questions and answers is that most of the students are tired of history and consider this study useless and ineffective with regards to their future.

This basic question remains: How can teachers draw children and teenagers’ attention to the significance of history?

At Nikoo International School, we aim to show that with the proper use of available facilities and following creative and attractive models, we can spark interest in the history and the lessons it has to unfold. In providing historical accounts through creative methods, the optimal education of one of the basic concepts in the course of history, i.e. the concept of “passage of time and change”, is the basis of the work. This strategy is considered because historical events occurred in the heart of time and understanding the passage of time and its most important result (i.e. change) is basis of history education.

An effective ways to raise awareness on the significance of history is to take children to a museum. The presence of children and teenagers in museums provides the background and tools for the objective visualization of historical issues and helps to quickly and effectively understand of the historical concepts. For example, if a student sees an old car or a wheel in a museum, he will gain a detailed understanding of the evolution of a bicycle or a car. Also, by looking at old photos, they understand the “gradual change” in the shape and material of clothes or buildings and containers. Due to the everlasting impact of the museum and its massive contributions to the formation of history, it is always recommended by historians and professionals that such visits take place on a regular basis.

Taking children to historical neighborhoods and spaces, in addition to promoting diversity and increasing interest in history, can make abstract historical issues concrete and tangible. Visiting historical places can be tools and links to connect the minds of children and teenagers to the past world. In addition to scientific field trips, by making children ride on imaginary horses and drawing the children’s attention to artistic and architectural angles in the remaining buildings, aspects of the civilizations of the past can be made tangible and prominent. By taking students to the space outside the narrow classroom walls, an interesting and presentation of the artistic and historical topics related to the historical monuments in the hometown of the audience or the works in the important historical cities of the country takes place, enabling children to taste the true taste of history and strengthen their sense of self-confidence. The thoughtful and passionate expressions of teachers and students during students’ visits to historical places can stimulate their imaginations and revive the feeling of living in the past world in the minds of children. Another benefit of planned visits to historical sites is that it doubles the children’s interest in protecting cultural heritage.

Despite the existence of significant problems and obstacles on the path of a desirable history education, the hands of interested and good-natured teachers are not tied for the relative improvement of the teaching-learning process of history. Starting movement in this field requires a fir belief in the importance of history education and concurring to the fact that reading history can greatlt impact children’s lives now and in the future. After finding common grounds on this fact and conjuring up necessary and sufficient motivations for transformation in history education, educators and teachers should look for possible ways to move away from the current situation and move towards the superior position of teaching this subject. Obviously, this will be done by reading general articles and books (regarding the entire course and characteristics of students) and specific materials related to history education, which are sometimes published in the magazines of development of elementary education, middle school, and development of history; In fact, the second step of transformation will be taken when teachers are equipped with basic knowledge and skills necessary for so imperative a movement.